Mathematicians

After weeks of refocusing their learning on mathematical practices, BOPDs reflected about their identities as mathematicians based on their self- assessment. They shared their levels of understanding and wrote a reflection in their notebooks.

The Area of my Bedroom

 BOPDs shared photos of their bedrooms and created a floor plan that depicted three regularly shaped objects. Using Lego as a tool, they represented the space and computed for area. After this, they built models of their bedrooms based on the areas that they computed. These models will be on display in our classroom for the next two weeks.

Talking about Time

The class inquired about telling time through a website. We helped each other talk about what the numbers represent and how to count on a clock. There were many points raised by students and we marked this on the board. After this, we practiced telling time individually and later gave feedback to each other about their veracity.

Making Connections in Mathematics

We continue our weekly focus on math practices and our routine entails writing a reflection on how we practiced it during our math lessons. On this entry the student states the way to solve for perimeter based on our previous discussion comparing area and perimeter. Another concrete practice we had was looking at a shape wherein some side lengths were unknown. This helped us to focus on what we know about the shape to solve for its perimeter.

Using what I Know

This week our class focused on Math Practice #7, I can use what I know to solve new problems. To apply this skill, we used a Venn Diagram and started putting down what we know about area. We then started comparing it to perimeter. To extend our thinking, we worked in pairs to solve problems that involve computing for perimeter.

Information Invasion

To restart our thinking about area, we used a routine called, 'information invasion' which is when we fill a space with our knowledge about a certain topic, in this case, "area". After students wrote their thoughts, we put a spotlight on each one to generate a class discussion. The knowledge that was shared, helped bring us to an understanding of area. For example, area is when you find the total amount of square units, and not just the sides. We found out that that is called "perimeter". Due to this thinking routine, we practiced looking for area by multiplying two numbers representing the sides of the object.

Counting Square Units

Mathematical practice #6 states that we can attend to precision. Guided by this, we approached the counting of square units with care and purpose. We started by sharing our ideas about "area" and what we think it is. After determining that it meant a space or region of a 2D shape, we ventured to find out the area of a book using square units. Precision was seen through the way students communicated their methods and also in the way they counted the square units and ensured no overlaps and gaps.

Multiplying Side Lengths

  Applying our understanding of how to get an area of an object, we paired up and measured different items in our classroom for practice. This learning experience focused our attention to being precise with the numbers that we multiply. When you multiply the side lengths of an object, you compute for its area.

Division discussions

We looked at division posters made by third graders from last school year to start a discussion. Then we broke into small groups to make statements that reflected our understanding. For division practice, we inquired about equal groups and used manipulatives to divide two-digit numbers. At the same time, we also started and ended our lesson reflecting about mathematical practices.